DSpace Collection:
http://hdl.handle.net/10722/90520
2024-03-28T20:04:34ZAdaptation of Mainland Postgraduate Students to the Hong Kong’s universities
http://hdl.handle.net/10722/340792
Title: Adaptation of Mainland Postgraduate Students to the Hong Kong’s universities
Authors: Zeng, M; Watkins, DA
Abstract: <p>As mainland China opens its doors again to strive for economic development, enormous demands for higher education have arisen. Many people choose to go abroad for higher education because the domestic higher education supply is still limited and less competitive than Western universities in some areas. The major destinations include more developed industrialized countries such as Australia, Canada, France, Germany, New Zealand, the United States, and the United Kingdom (National Education Bureau of China, 2000). According to Altbach’s (1998) push and pull model of international student mobility, Chinese international students of earlier times, except for those who received financial assistance from employers or the Chinese government, were largely pushed by unfavorable conditions in mainland China and pulled by better opportunities in the more developed countries of the West.</p>2010-01-01T00:00:00ZInternational Perspectives on the Transformation of Teaching in the New Normal
http://hdl.handle.net/10722/330156
Title: International Perspectives on the Transformation of Teaching in the New Normal
Authors: Bridges, Susan; Chan, Cecilia; Ceperkovic, Robert; Nguyen, Uyen Nu Thuy; Prosser, Michael; Bone, Elisa; French, Sarah; Sharifi, Shayan
Abstract: <p>The chapter presents short case studies of how universities and countries have adapted teaching and learning to deal with the Covid-19 era and how higher education has transformed towards a new normal. Case studies are presented for five universities in five countries: The University of Melbourne, Australia; Imperial College London, UK; Seoul National University of Education (SNUE), South Korea; The University of Hong Kong; University of Danang, Vietnam. The transition to online and blended learning has been problematic for students, teachers and university management, particularly in universities which have previously relied on on-campus teaching. An analysis and synthesis of the case studies shows that, while there are contextual differences, there are also global trends. In the face of restrictions on contact, there has been a transition to substantial degrees of online and blended learning in a short space of time, and this transition commonly seems set to be ongoing.<br></p>2023-05-19T00:00:00ZMotivation to Learn in Open, Distance, and Digital Education
http://hdl.handle.net/10722/320966
Title: Motivation to Learn in Open, Distance, and Digital Education
Authors: Fryer, LK; Shum, SA; Nakao, K2022-01-01T00:00:00ZCulture and motivation: The road travelled and the way ahead
http://hdl.handle.net/10722/302320
Title: Culture and motivation: The road travelled and the way ahead
Authors: King, RB; McInerney, DM
Abstract: Traditional motivation research in educational psychology could be said to have “largely ignored the cultural backdrops and dimensions of educational processes” (Liem & Bernardo, 2013, p. 3) with its empirical base built up from monocultural studies, primarily from WEIRD (Western, educated, industrialized, rich, democratic) societies (Henrich, Heine, & Norenzayan, 2010). However, despite this general trend, there has also been a burgeoning interest in the role of culture in student motivation, as evidenced in the publication of edited books (e.g., King & Bernardo, 2016; Liem & Bernardo, 2013; Maehr & Pintrich, 1995; McInerney & van Etten, 2004; Salili, Chiu, & Hong, 2001; Salili & Hoosain, 2007; Tan, McInerney, Liem, & Tan, 2008) and journal special issues (e.g., Hau & Ho, 2008; King & McInerney, in press; Volet, 1999) dedicated to this topic. While still far from being successfully integrated into mainstream educational psychology, crosscultural studies have begun an important discussion about the need to give thoughtful consideration to the powerful yet often neglected role of culture in students’ motivational dynamics. Therefore, the aim of this chapter is to review the extant literature on culture and motivation in the school setting. First, we give an overview of what motivation and culture are and how these central constructs are defined in this paper. Next, we review the historical developments in culture and motivation research and show how modern social cognitive motivation theories have attempted to grapple with the role of culture in student motivation. Finally, we end with some recommendations on how to move research on culture and motivation forward.2016-01-01T00:00:00Z